Habit of Mind: Thinking Interdependently
Human beings are social beings; it is comforting to be together, to be listened to and validated. Together students are more intellectually and or physically stronger than an individual. Therefore within a classroom the class group has more strength together than any one individual. Some students are competent working together as a group; others need to be taught these skills. It is the role of the learning manager to impart this skill to all learners. Thinking interpedently and working together requires students to justify their ideas, moving to higher order thinking and to develop the skills to accept critical feedback from peers and to give constructive feedback. Students grow in their characters as they develop listening skills, empathy, and compassion, self and social awareness.
Social Emotion Learning focus: Social Awareness, Social awareness can be described as the students’ ability to show understanding and empathy for others. Students need to understand that others have different feelings and needs from their own. Relationship Skills, Relationship skills give students the ability to form positive relationships, to work in teams and effectively deal with conflict. The ability to communicate effectively including listening with empathy and understanding is important in forming positive relationships. Self Awareness.
Self awareness is the student’s ability to recognised their own abilities, emotions, values, strengths and limitations.
Definition:
What is culture Culture can be defined as learned patterns, behaviours, interactions, interpretations, and perspectives that are shared and passed down through generations. It distinguishes members of one category or society from those in another. This notion of culture is taken further when classroom culture is considered. Classroom culture has many facets that align with the protective factors including:
Caring and Support
Positive Bonds
Life skills
Atmosphere of trust and respect – interests and choices of all individuals are respected and accepted.
Passion – the teacher has passion for subject and for teaching to make students interested and excited.
Individualized instruction – all students are catered for, individual activities are provided, and group lessons cater for all.
Curriculum relevant to real life – authentic learning, students can see connection to life.
Teacher is facilitator and teacher – assisting students but not doing the task for them.
High Expectations for Success
Clear & Consistent Boundaries
Opportunities for meaningful participation
Teacher believes in students’ ability to achieve – motivation and stimulation are provided so all students can achieve under scaffolded learning.
Teacher models behaviour – teacher shows students through modelling the behaviour expected within the classroom (including respect, sharing, listening to others, fair, knowledgeable, unbiased willing to help and easily approached).
Expectations – are communicated and it is expected that all students will reach their individual potential.
Shared control in the classroom – students have a say in learning and curriculum therefore students hold some of the power (agency) students feel independent and competent.
Feelings of community – common goal, similar classroom experience, feeling of belonging. This is achieved through daily interaction on a personal level between students and teachers.
What is classroom culture?
Shared control in the classroom – students have a say in learning and curriculum, students hold some of the power (agency) students feel independent and competent
Teacher is facilitator and teacher – teacher helps students but does not do it for them
Atmosphere of trust and respect – interests and choices are respected
Teacher believes in students’ ability to achieve – motivation and stimulation provided so all students can achieve under encouragement
Curriculum relevant to real life – authentic learning, students can see connection to life
Teacher models behaviour – teacher shows students through modelling the behaviour expected with in the classroom.
Expectations – communicated and expected that all students will reach their potential
Passion – teacher has passion for subject and for teaching to make students interested and excited
Individualized instruction – all students are catered for, individual activities are provided, and group lessons cater for all
Feelings of community – common goal, similar classroom experience, feeling of belonging. This is achieved through daily interaction on a personal level between students and teachers.
Teacher is fair, knowledgeable, unbiased, willing to help and easily approached.
SEL framework promoting classroom culture:
How is it achieved? Lynch discusses the importance of knowing your learner in order to teach them effectively
High expectations – expect the best from your students before you even meet them, make expectations clear and visible, use a bulletin board, contracts, syllabus documents.
Student established rules and norms – if students have a part of classroom culture they have an invested interest in it and will engage with it. Rules need positive wording.
Model what you expect – perform to your own high expectations, exhibit professionalism and respect, encourage opinions and sharing. Mark and return assignments in time you said you would, do what you say you’ll do. Plan ahead and be consistent – students need to count on you to follow through and be organised.
Acknowledge positive behaviour – praise when goals are met, teach students to take ownership of their learning, achievement and behaviour. Track progress so students can see their successes. Use public acknowledgement of achievements and reward systems.
Student feedback – ask for and use student feedback. This could be in the form of classroom surveys, assignment feedback, teacher suggestion box, letters students write, checks for learning at end of each lesson/task. Reflection and participate from both teachers and students.
You cannot control every action of your students – can control actions with systems and procedure to deal with problems and disruptions in the classroom when they arise in a positive encouraging way.
According to Lynch (2003) knowing how your learner learns involves knowing the learner personally. Personal likes/dislikes, personality traits, significant experiences, preferred learning style, preferred learning environment and mode are all areas in which a learning manager should know their students. In order to know your student on these levels you must establish a positive and accepting classroom environment.
Is it a deliberate act or just it just happen? Some classroom cultures are conducive to learning and other are clearly not. Generally the classrooms that are conducive to learning are those where the teacher has a clear and reasoned view of classroom culture and has communicated clearly to the students.
As the teacher considers the culture of their classroom there are some questions to consider to successfully set the culture.
1. Teacher-Student Image and relationships: what is the teacher’s view of their role and responsibilities and what is the students’ view of the role and responsibilities do these view differ? Is there gender or cultural differences to be addressed? Are there different views about learning? What image does the teacher project to the students? Are there any language barriers that need addressing? 2. The Setting of the Lesson : this question relates to the physical environment of the school. Is this room the teacher’s territory or the students’ territory or is it a shared community territory? 3. Attendance and Punctuality : Is there a specific time that students may enter the classroom before school? It is reasonable to expect that students will attend classes daily and punctually? Will students be expected to ‘catch up’ at home or in following lessons if they miss work. What will happen if students are late, does the teacher wait for them, or start the lesson, do the students wait at the door to be asked in and explain or do they come in silently and join in?
4. Seating : Do students choose where they sit? Does the teacher decide? How does the teacher decide? How are the desks positioned? Do students move around during the day? Will the teacher sit out the front, sit with students, stand out the front or walk around? 5. Interruptions : Are there times when it is acceptable for students to call out such as discussion time? Do students always put their hand up to speak? Are students permitted to ask questions during all lessons or only some? How will students know when it is acceptable?
Who decides what the culture will be (positive/negative)? Learners and Learning Manager
What role does the Learning Manager play in setting the culture?
Praise sincerely, describe desired behaviour
Explain need for courtesies such as not interrupting a conversation, putting hand up, saying excuse me
Share in the creation of activities and lessons
Be a calm and fair role model, leave stress outside classroom
Spend time having fun with the class
When correcting misbehaviour ensure that the child understands that it is the behaviour and not the child that is at fault
Talk with students about life outside the classroom, listen with empathy and understanding
Teach strategies, encourage students to use the ones that work for them, review effectiveness, allow students time for errors and trials of new strategies
View mistakes as stepping stone of learning and growing
Establish a culture that saying sorry is ok and not a negative action
Encourage support networks around each child – adults and friends
Ensure each student feels valued and important within the classroom
Respect and accept the views of each student alongside your own
Teach and encourage independence but be there as a safety net
Encourage shared laughter and never at one person
What roles doe the learners play in setting the culture?
Share in creating culture to have ownership and belonging and an invested interest
Classroom Activities
Habit of Mind: Thinking Interdependently
Human beings are social beings; it is comforting to be together, to be listened to and validated. Together students are more intellectually and or physically stronger than an individual. Therefore within a classroom the class group has more strength together than any one individual. Some students are competent working together as a group; others need to be taught these skills. It is the role of the learning manager to impart this skill to all learners. Thinking interpedently and working together requires students to justify their ideas, moving to higher order thinking and to develop the skills to accept critical feedback from peers and to give constructive feedback. Students grow in their characters as they develop listening skills, empathy, and compassion, self and social awareness.
Social Emotion Learning focus:
Social Awareness,
Social awareness can be described as the students’ ability to show understanding and empathy for others. Students need to understand that others have different feelings and needs from their own.
Relationship Skills,
Relationship skills give students the ability to form positive relationships, to work in teams and effectively deal with conflict. The ability to communicate effectively including listening with empathy and understanding is important in forming positive relationships.
Self Awareness.
Self awareness is the student’s ability to recognised their own abilities, emotions, values, strengths and limitations.
Definition:
What is culture
Culture can be defined as learned patterns, behaviours, interactions, interpretations, and perspectives that are shared and passed down through generations. It distinguishes members of one category or society from those in another. This notion of culture is taken further when classroom culture is considered. Classroom culture has many facets that align with the protective factors including:
What is classroom culture?
Shared control in the classroom – students have a say in learning and curriculum, students hold some of the power (agency) students feel independent and competent
Teacher is facilitator and teacher – teacher helps students but does not do it for them
Atmosphere of trust and respect – interests and choices are respected
Teacher believes in students’ ability to achieve – motivation and stimulation provided so all students can achieve under encouragement
Curriculum relevant to real life – authentic learning, students can see connection to life
Teacher models behaviour – teacher shows students through modelling the behaviour expected with in the classroom.
Expectations – communicated and expected that all students will reach their potential
Passion – teacher has passion for subject and for teaching to make students interested and excited
Individualized instruction – all students are catered for, individual activities are provided, and group lessons cater for all
Feelings of community – common goal, similar classroom experience, feeling of belonging. This is achieved through daily interaction on a personal level between students and teachers.
Teacher is fair, knowledgeable, unbiased, willing to help and easily approached.
SEL framework promoting classroom culture:
How is it achieved?
Lynch discusses the importance of knowing your learner in order to teach them effectively
- High expectations – expect the best from your students before you even meet them, make expectations clear and visible, use a bulletin board, contracts, syllabus documents.
- Student established rules and norms – if students have a part of classroom culture they have an invested interest in it and will engage with it. Rules need positive wording.
- Model what you expect – perform to your own high expectations, exhibit professionalism and respect, encourage opinions and sharing. Mark and return assignments in time you said you would, do what you say you’ll do. Plan ahead and be consistent – students need to count on you to follow through and be organised.
- Acknowledge positive behaviour – praise when goals are met, teach students to take ownership of their learning, achievement and behaviour. Track progress so students can see their successes. Use public acknowledgement of achievements and reward systems.
- Student feedback – ask for and use student feedback. This could be in the form of classroom surveys, assignment feedback, teacher suggestion box, letters students write, checks for learning at end of each lesson/task. Reflection and participate from both teachers and students.
You cannot control every action of your students – can control actions with systems and procedure to deal with problems and disruptions in the classroom when they arise in a positive encouraging way.According to Lynch (2003) knowing how your learner learns involves knowing the learner personally. Personal likes/dislikes, personality traits, significant experiences, preferred learning style, preferred learning environment and mode are all areas in which a learning manager should know their students. In order to know your student on these levels you must establish a positive and accepting classroom environment.
Is it a deliberate act or just it just happen?
Some classroom cultures are conducive to learning and other are clearly not. Generally the classrooms that are conducive to learning are those where the teacher has a clear and reasoned view of classroom culture and has communicated clearly to the students.
As the teacher considers the culture of their classroom there are some questions to consider to successfully set the culture.
1. Teacher-Student Image and relationships: what is the teacher’s view of their role and responsibilities and what is the students’ view of the role and responsibilities do these view differ? Is there gender or cultural differences to be addressed? Are there different views about learning? What image does the teacher project to the students? Are there any language barriers that need addressing?
2. The Setting of the Lesson : this question relates to the physical environment of the school. Is this room the teacher’s territory or the students’ territory or is it a shared community territory?
3. Attendance and Punctuality : Is there a specific time that students may enter the classroom before school? It is reasonable to expect that students will attend classes daily and punctually? Will students be expected to ‘catch up’ at home or in following lessons if they miss work. What will happen if students are late, does the teacher wait for them, or start the lesson, do the students wait at the door to be asked in and explain or do they come in silently and join in?
4. Seating : Do students choose where they sit? Does the teacher decide? How does the teacher decide? How are the desks positioned? Do students move around during the day? Will the teacher sit out the front, sit with students, stand out the front or walk around?
5. Interruptions : Are there times when it is acceptable for students to call out such as discussion time? Do students always put their hand up to speak? Are students permitted to ask questions during all lessons or only some? How will students know when it is acceptable?
Who decides what the culture will be (positive/negative)?
Learners and Learning Manager
What role does the Learning Manager play in setting the culture?
What roles doe the learners play in setting the culture?